The self-evaluation indicates the need to reorient Widyatama’s education system towards improving the quality, relevance, and competitiveness of graduates through improvement and development programs in line with developments in the industrial sector and the job market. The above conditions require institutions to build competitive advantages through differentiation and direct graduates towards promising employment sectors. In addition, the developm SOCIALIZATION OF THE 2008 MAJOR INSTITUTION-BASED GRANT PROGRAM
ent of ICT-based management systems in the industrial sector and the impact of globalization require the teaching and learning process to focus on the development of information and communication technology and English language proficiency to build the generic competencies of graduates. 1.1. Developing Academic Relevance with Industry a. Objectives:
- To produce a competency-based curriculum oriented towards the job market with an emphasis on entrepreneurship, soft skills, and certification in areas of expertise.
- To improve the quality of graduates in line with the needs of the national and international job markets.
- To facilitate study programs in improving the relevance of the curriculum to industry.
- To support SCL (Student-Centered Learning) learning methods.
- The institution has complete written procedures and guidelines related to the Teaching Learning System in accordance with BAN-PT institutional accreditation standards, which include:
– Continuous improvement of curriculum content. – Development of learning plans with an emphasis on academic relevance, academic guidance guidelines, research and thesis/dissertation writing, and other written works (in this case, Program B.1 is limited to the development of learning plans). – Monitoring of guideline implementation.
Formulation of graduate competencies through the implementation of SBTLM, which encourages students to have the ability to adapt to the global environment.
Fulfilment of Institutional Accreditation Standards (Standard 9: Learning System).
Implementation of Continuous Quality Improvement.
b. Activities
- Benchmarking, conducted against professional associations and similar study programs at national and international higher education institutions, both those that have and have not collaborated with Widyatama University.
- External surveys, which will provide recommendations regarding market requirements for studies quantitatively (survey results) and qualitatively (FGD results) conducted by academic consultants.
– Development of Competency-Based Curriculum. – Development of Curriculum Evaluation Procedures in collaboration with technical assistance – Development of Guidelines for Curriculum Collaboration between Study Programs. – Certification programs for lecturers and students. – Workshops on Competency-Based Curriculum Development
Socialization, conducted through discussion forums attended by study programs, lecturers, and students.
c. Role of Lecturers, Involvement of both permanent and adjunct lecturers in the following activities:
- Benchmarking
- External surveys
- Focus group discussions
- Competency-based Curriculum Development Workshop
- Competency-based Curriculum Development
- Certification program for skills development (specifically for permanent lecturers)
- Socialization
1.2. Development of Teaching and Learning Quality and Its Supporters This program consists of 2 activities:
1.2.1. Development of Teaching and Learning Quality at Widyatama University in an effort to improve quality, so that graduates are expected to have competitive and adaptive competencies, both in entering the entrepreneurial profession (employment creation) and (private enterprise). there is a need to create a competitive learning system through programs to improve the quality of the learning and teaching process, accelerate study time, and increase course graduation rates. In line with the above requirements, Widyatama University needs to have a Student Centered Learning (SCL) model, which is expected to improve, among other things:
Acceleration of study period (average study period: MN: 5th, AK: 4.7th, IF: 5.7th), increasing the number of graduates in quantitative courses (MN: 30% (9MK), AK: >20% (18MK), IF: >29% (9MK) and improving graduate competencies based on soft skills. To realize these efforts, the 2008 PHKI program at Widyatama University with sub-program
B.2.1. Development of Teaching-Learning Quality, has a series of activities involving the participation of permanent and extraordinary lecturers at Widyatama University, particularly in the Accounting, Management, and Information Technology study programs. These activities include the following:
Training/workshop on the development of standards and guidelines for E-learning content teaching materials and Soft Skills for permanent and non-permanent lecturers, to be held from April 7 to April 12.
Training/workshop on teaching methods and media for permanent and non-permanent lecturers. to be held from April 28 to May 3, 2007. Training/workshop on the development of “Softskill Based Teaching Learning Method” for permanent and adjunct lecturers, to be held from June 30 to July 12.
“Teaching Grant” for permanent and extraordinary lecturers as an effort to develop a “learning model” includes, among others: materials, teaching aids, learning methods, teaching aids: physical items/courseware/software/websites for quantitative courses that have low pass rates and are broadly related to other courses. This will be implemented from May to November and must be implemented in the even semester of the 2008/2009 academic year.
1.2.2. Development of Lecturer and Student Quality In order to produce reliable graduates, Widyatama University needs qualified lecturers who are able to guide students well. For this reason, lecturers with higher education (master’s and doctoral degrees), a minimum academic position of lecturer, and the ability to conduct independent and group research as well as collaborate with students are needed. To realize these efforts, the 2008 Widyatama University PHKI program with sub-program B.2.2. Lecturer Quality Development has a series of activities involving the participation of permanent and extraordinary lecturers within Widyatama University, particularly in the Accounting, Management, and Information Technology study programs. These activities include the following: Internal workshops for formulating study areas/concentrations for study programs; Workshops on scientific writing, research proposals, and data processing for permanent lecturers. Establishing a Study Center for the Study Program, including the procurement of supporting materials (books (research, statistics), software (SPSS, Mathlab, Labviews), journals (Emerald)).
AK: in the form of an internal and external Consultation Center through the Widyatama Quantum Center (WQC) and lecturer rooms
MN: through the revitalization of the Center for Business Management Research & Application (P3IMB) and lecturer rooms
IF: through Study Programs and Research Centers and lecturer rooms
d. Implementing the research agenda e. Research Productivity:
Accounting Study Program: 1 scientific work: 5 number of participants (lecturers), not yet measured (students)
Management Study Program: 1 scientific work: 2 number of participants (lecturers), not yet measured (students)
Informatics Study Program: 1 scientific work: 2 number of participants (lecturers), not yet measured (students)
f. Implementing community service agenda by lecturers and students g. Assignment for Further Study. Starting from determining lecturers who pass the internal selection, to passing the selection at the selected university (place of further study) 1.3 Development of English Language Learning Quality Activity B.3 focuses on improving the ability of lecturers and students in using English for communication purposes in academic, professional, and daily domains.
These activities are divided into two orientations, namely student-oriented and lecturer-oriented. Student-oriented activities include language training such as TOEFL and TOEIC as alternatives for measuring English language proficiency that are also internationally recognized. Verbal communication training is also planned for students to improve their spontaneous communication skills. Meanwhile, a self-learning facility, better known as SAC, has been established to support students and lecturers in learning English according to their individual needs and learning styles. The facility is equipped with multimedia-capable computers, reference books and audio-visual materials, and regular meetings are held to practice the skills that have been learned.
For lecturers, activity B.3 organizes competitive internal grants offered to lecturers to conduct research on effective teaching methods for departmental courses using English. The results of these internal grants are expected to serve as models for English language learning and be disseminated to other lecturers. In addition, English language training in the form of TOEFL and Academic Purposes will also be conducted to support lecturers in delivering course material in English, fostering a conducive environment for English language use inside and outside the classroom, and pursuing further studies.
1.4. Development of Entrepreneurial and Entrepreneurship Learning Quality Creating a university that has competence in entrepreneurship is not an easy task. Widyatama’s goal of becoming a “friendly campus for future business professionals” has received support from the Directorate General of Higher Education in the form of an Institution-Based Competition Grant, specifically for developing the “quality of entrepreneurship education,” which takes the form of three goals that must be achieved to bring Widyatama University to that goal, namely: Competent lecturers or teaching staff, Providing learning facilities and infrastructure Developing students who are willing to undergo the learning process to become entrepreneurs The entrepreneurship development model needs to refer to a comprehensive pattern in higher education, which includes paying attention to four critical factors, namely:
- Encouraging innovation,
- Holding events that trigger interest,
- Efforts that encourage the implementation of entrepreneurial knowledge, and
- Efforts that encourage growth.
A model of the entrepreneurial process
